THE SCGM: EVERYONE AT TULPEHOCKEN BENEFITS!. Using the Schoolwide Cluster Grouping Model (SCGM) For a Program that Benefits Both Gifted and Special Education Students Presented by Lisa Kiss , Director of Special Education With Susan Winebrenner , author and consultant. Product Type
Using the SchoolwideCluster Grouping Model (SCGM)
For a Program that Benefits
Both Gifted and Special Education Students
Presented by Lisa Kiss , Director of Special Education
With Susan Winebrenner, author and consultant
ONES TWOS THREES
why Tulpehocken is using it.
The SCGM is a method for providing full-time gifted education services without major budget implications, and with potential to raise achievement for all students.
With the SCGM, all students are purposely placed into classrooms based on their abilities, potential, or achievement, without returning to tracking.
The critical elements of effective gifted programs:
Program elements identified by Barbara Clark
RtII Intervention blocks provide differentiated instruction to the gifted students as well as the struggling learners. The gifted and advanced students work with Mrs. Roberts, the Gifted Support Teacher, on advanced projects and activities, advanced literature circle groups, and
math challenge sheets instead of math boxes
All students deserve consistent opportunities to learn
With gifted students, this means having opportunities to
engage in intellectually stimulating endeavors that go
beyond grade-level curriculum.
high average and other students have
new opportunities to become academic leaders.
from making forward progress on their own behalf.
Recommended gifted cluster is 4-9 students or around 20% of the total class enrollment
No. Gifted cluster groups are rarely distinguishable from other groups of students in the classroom.
All students move in and out of flexible groupings according to interest, ability, and performance regarding different topics.
small size of our district.
benefits of effort and hard work.
more focused instruction.
they can use for all students, not just the gifted students.
and needs ensures continual progress.
our Special Education page on our district website.
Tulpehocken tracks ongoing growth by measuring:
Full-time gifted education services are provided with:
No initial outlay of funds.
No additional staffing.
No extra materials required.
Desirable staff development that improves differentiation efforts and benefits all students.
Satisfied parents who do not take their gifted children out of their neighborhood schools thus keeping tax dollars in the district.
To benefit all students in the grade level by reducing the range of instructional levels in all classes so curricuum differentiaiton can be more manageable.
To ensure continuous progress for high ability students with a rigorous, faster paced curriculum and instruction in a group of their intellectual peers.
To include gifted students in RTI and PLC efforts by understanding they have similar needs as struggling learners and benefit from the same type of teaching: assess entry level, choose and apply a strategy that moves the student forward, assess its effectiveness, choose the next level of content, and
REPEAT THE PROCESS!
The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All, 2010 Susan Winebrenner and Dina Brulles. Free Spirit Publishing, www.freespirit.com
Teaching Gifted Kids in Today’s Classroom, 3rd edition, by Susan Winebrenner and Dina Brulles 2012Free Spirit Publishing, www.freespirit.com
Teaching Kids with Learning Difficulties in the Regular Classroom (2006) by Susan Winebrenner. www.freespirit.com
A Web Course for Distance Learning for The Cluster Grouping Handbook from
Knowledge Delivery Systems, NYC, www.kdsi.org
REFERENCES AND RESOURCES